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Development and Validation of Mathematics Self Efficacy Scale for Elementary Students

김리나 Kim Rina

23(2) 63-72, 2020

Development and Validation of Mathematics Self Efficacy Scale for Elementary Students

김리나 Kim Rina

DOI: JANT Vol.23(No.2) 63-72, 2020

The purpose of this study is to develop a mathematics self-efficacy test tool for elementary school students based on the sub-factors of mathematical self-efficacy derived from current studies. In this study, I verified the validity and reliability of the test tool by statistically evaluating the results of applying the test tool to the 3rd-6th grade students. In this study, Principal Component Analysis was performed on the tool for measuring the self efficacy of mathematics for elementary school students. For the validity test, the mathematics anxiety status of the participants was measured. The mathematics anxiety who were known to have a negative correlation with the mathematical self efficacy. The mathematics self efficacy tool developed in this study consists of 16 items with three subcategories: master experience, social persuasions, and emotional and physiological state. The mathematical self efficacy test tool developed in this study is expected to provide grounds for diagnosing the mathematics self-efficacy status of elementary school students and looking for ways to improve it.

Influence of the Auxiliary Questions of Word Problems on the Problem Solving and Mathematical Thinking of Elementary School Students

임영빈 Yim Youngbin

23(2) 73-85, 2020

Influence of the Auxiliary Questions of Word Problems on the Problem Solving and Mathematical Thinking of Elementary School Students

임영빈 Yim Youngbin

DOI: JANT Vol.23(No.2) 73-85, 2020

The purpose of this study was to examine the influence of the auxiliary questions of word problems presented to students on their problem solving-strategies and mathematical thinking and to discuss the educational implications of the results. As a result of making an analysis, problems that included auxiliary questions to give information on workable problem-solving strategies made it more possible for students of different levels to do relatively equal mathematical thinking than problems that didn't by inducing them to adopt efficient problem-solving strategies. And they were helpful for the students in the middle and lower tiers to find a clue for problem solving without giving up. But it's unclear whether the problems that provided possible strategies through the auxiliary questions stirred up the analogical thinking of the students. In addition, due to the impact of the problems provided, some students failed to adopt a strategy that they could have come up with on their own. On the contrary, when the students solved word problems that just offered basic recommendation by minimizing auxiliary questions, the upper-tiered students could devise various strategies, but in the case of the students in the middle and lower tiers, those who gave up easily or who couldn't find an answer were relatively larger in number.

A Fourth Grade Student’s Units Coordination for Fractions

유진영 Yoo Jinyoung , 신재홍 Shin Jaehong

23(2) 87-116, 2020

A Fourth Grade Student’s Units Coordination for Fractions

유진영 Yoo Jinyoung , 신재홍 Shin Jaehong

DOI: JANT Vol.23(No.2) 87-116, 2020

The purpose of this study is to explore how units-coordination ability is related to understanding fraction concepts. For this purpose, a teaching experiment was conducted with one fourth grade student, Eunseo for four months(2019.3. ～ 2019.6.). We analyzed in details how Eunseo’s units-coordinating operations related to her understanding of fraction changed during the teaching experiment. At an early stage, Eunseo with a partitive fraction scheme recognized fractions as another kind of natural numbers by manipulating fractions within a two-levels-of-units structure. As she simultaneously recognized proper fraction and a referent whole unit as a multiple of the unit fraction, she became to distinguish fractions from natural numbers in manipulating proper fractions. Eunseo with a reversible partitive fraction scheme constructed a natural number greater than 1, as having an interiorized three-levels-of-units structure and established an improper fraction with three levels of units in activity. Based on the results of this study, conclusions and pedagogical implications were presented.